Rosenshine's Principles of Instruction with Tom Sherrington (Ep 64)

In this episode, Anna is joined by Dr. John Sweller, emeritus professor at the University of New South Wales and the researcher best known for developing Cognitive Load Theory. Together, they explore how cognitive load theory should guide classroom practice, particularly in mathematics. John explains the limits of working memory, how experts and novices approach problem solving differently, and how strategies like worked examples can help manage cognitive load. They also discuss whether productive failure is supported by research and the strong experimental evidence supporting explicit instruction, particularly when students are learning new content. This episode will be extremely valuable for educators, especially math teachers, who want to better understand how students become expert problem solvers and what that means for effective instruction. This episode is also available in video at www.youtube.com/@chalktalk-stokke SHORT COURSE  La Trobe Short Course:  Evidence-informed Mathematics Teaching – An Introduction https://shortcourses.latrobe.edu.au/evidence-informed-mathematics-teaching TIMESTAMPS [00:00:22] Introduction [00:03:53] Biologically primary and biologically secondary knowledge [00:09:34] Element Interactivity [00:15:37] Two characteristics of working memory [00:16:52] Understanding long-term memory [00:21:06] Does working memory capacity vary for different people? [00:21:44] Can working memory capacity be altered? [00:22:45] How can you measure working memory? [00:23:49] Explaining cognitive load theory [00:27:55] Can you measure cognitive load? [00:31:51] Sweller’s definition of problem solving [00:37:28] Understanding schemas [00:44:26] The way novices and experts categorize problems differently [00:46:11] The expertise reversal effect [00:50:13] How to identify students are ready for problem solving [00:52:12] Thoughts on productive failure [00:55:40] Why is there still debate about prioritizing inquiry-based approaches in math instruction?   RELEVANT PREVIOUS EPISODES  Evidence-based teaching strategies with Paul Kirschner https://www.podbean.com/ew/pb-zgw6i-13b33df Cognitive load theory with Greg Ashman https://www.podbean.com/ew/pb-thbad-13cea56 Cognitive load theory in math class with David Morkunas https://www.podbean.com/ew/pb-znh5k-15f7937 Unmasking instructional illusions with Paul Kirschner, Carl Hendrick and Jim Heal https://www.podbean.com/ew/pb-kvuee-198b6ee EPISODE TRANSCRIPT https://www.annastokke.com/transcripts/ep-67-transcript MUSIC Intro & Outro: Funk Jazz Big Band -  ColorFilmMusic Website: www.annastokke.com FB: Chalk & Talk IG: @chalkandtalkpodcast Tiktok: @chalkandtalkpodcast X: @rastokke LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c Bluesky: @rastokke.bsky.social

In this episode, Anna is joined by two world-renowned experts in human memory and learning, Dr. Elizabeth Bjork and Dr. Robert Bjork, to explore what makes a difficulty desirable in learning. They explain why some learning strategies that feel effortful often leads to stronger, longer-lasting retention while strategies that feel easy, like rereading or rewatching lectures without self-testing, or cramming, can create an illusion of mastery. The conversation unpacks retrieval practice, spacing, interleaving, variation, and addresses common misconceptions about what makes a difficulty desirable, and why what looks like slow progress in the short term may actually lead to more durable learning in the long-term. This episode will be of interest to educators at all levels and is especially important for high school and university students and their teachers who want to develop effective study habits grounded in science. This episode is also available at www.youtube.com/@chalktalk-stokke   SHORT COURSE  La Trobe Short Course:  Evidence-informed Mathematics Teaching – An Introduction https://shortcourses.latrobe.edu.au/evidence-informed-mathematics-teaching   TIMESTAMPS [00:00:22] Introduction [00:04:48] Guests’ background: moving from math to psychology [00:09:04] Researching effective learning techniques [00:10:35] Who does this research apply to? [00:14:47] The introduction of ‘Desirable difficulties’ [00:18:40] Understanding desirable difficulties [00:20:13] Importance of retrieval practice [00:30:46] The spacing effect [00:33:43] Variation and the benefits for students [00:36:55] Retrieval practice is the anchor in desirable difficulties [00:43:19] Blocking and interleaving [00:51:58] Final Thoughts   RELEVANT PREVIOUS EPISODES  Evidence-based teaching strategies with Paul Kirschner https://www.podbean.com/ew/pb-zgw6i-13b33df How we learn: Naïve, purposeful, and deliberate practice with Stephen Chew https://www.podbean.com/ew/pb-mrwn2-18adce0 Powerful teaching with Patrice Bain https://www.podbean.com/ew/pb-d77g4-14602e3 How to excel in math and other tough subjects with Barbara Oakley https://www.podbean.com/ew/pb-bqs8p-14068f2 EPISODE TRANSCRIPT https://www.annastokke.com/transcripts/ep-66-transcript MUSIC Intro & Outro: Funk Jazz Big Band -  ColorFilmMusic   Website: www.annastokke.com FB: Chalk & Talk IG: @chalkandtalkpodcast Tiktok: @chalkandtalkpodcast X: @rastokke LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c Bluesky: @rastokke.bsky.social

In this episode, Anna is joined once again by Dr. Sarah Powell, a professor at the University of Texas at Austin whose research focusses on supporting students with math difficulties. They respond to a recent NCSM statement criticizing the Science of Math movement. Anna and Sarah unpack what the Science of Math is and why high-quality evidence matters.  They address misconceptions about explicit instruction and “one-size-fits-all” teaching and explore why math instruction deserves the same scientific scrutiny as reading instruction. This episode is a must-listen for educators, school leaders, policymakers, and parents navigating the current math education landscape. This episode is also available in video at www.youtube.com/@chalktalk-stokke SHORT COURSE  La Trobe Short Course:  Evidence-informed Mathematics Teaching – An Introduction https://shortcourses.latrobe.edu.au/evidence-informed-mathematics-teaching TIMESTAMPS [00:00:22] Introduction and an overview of the NCSM statement [00:10:25] What is the Science of Math? [00:12:07] Is this only about special education? [00:14:24] Math learning through the general lens of learning science [00:17:19] Is the Science of Math equivalent to the Science of Reading? [00:20:01] The instructional hierarchy applies to learning anything [00:24:07] The same groups tried to discredit What Works Clearinghouse [00:26:30] Responding to claims about research citations [00:29:49] Addressing the NCSM’s claims about quantitative research [00:31:21] Why quantitative research and data matter [00:38:24] Why alignment with IES and What Works Clearinghouse is a strength, not a flaw [00:40:18] Importance of measuring learning  [00:42:59] Strange statements about an impoverished pedagogical approach [00:47:30] Misconceptions about explicit instruction [00:51:25] Is there quantitative data that supports mixed approaches or inquiry? [00:55:20] Does explicit instruction fundamentally minimize learners' autonomy? [00:56:32] Final Claim: The one-size-fits-all teaching method [00:58:04] Problems with the phrase “math wars” [00:59:59] Why is there such strong resistance to The Science of Math? [01:02:51] Final Thoughts RELEVANT PREVIOUS EPISODES  Reading and math: Parallels and pitfalls with Matt Burns https://www.podbean.com/ew/pb-8aj3f-1508af6 Red flags in education research with Ben Solomon https://www.podbean.com/ew/pb-cp5xt-156072c Science of Math with Amanda VanDerHeyden https://www.podbean.com/ew/pb-bksbz-13c732d Supporting students with math difficulties with Sarah Powell https://www.podbean.com/ew/pb-ciqgm-17def6b The power of explicit instruction with Anita Archer https://www.podbean.com/ew/pb-93dcw-19a3530 Mailbag: Building Thinking Classrooms, number talks, & more with Zach Groshell https://www.podbean.com/ew/pb-stw9g-186807f   EPISODE TRANSCRIPT https://www.annastokke.com/transcripts/ep-65-transcript EPISODE RESOURCES https://www.annastokke.com/resources/ep-65-resources   MUSIC Intro & Outro: Funk Jazz Big Band -  ColorFilmMusic Website: www.annastokke.com FB: Chalk & Talk IG: @chalkandtalkpodcast Tiktok: @chalkandtalkpodcast X: @rastokke LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c Bluesky: @rastokke.bsky.social

In this episode, Anna is joined by Tom Sherrington, education consultant, author of Rosenshine’s Principles in Action, co-author of the Teaching Walkthrough series, and a former teacher and school leader with over 30 years of experience. Tom shares how Rosenshine’s Principles of Instruction became a foundational framework for his own practice and why they remain one of the most useful entry points into evidence-based teaching. They explore where the principles came from, why they matter, and what they actually look like in real classrooms, with a focus on sequencing and modelling, effective questioning, review, and structured practice. This practical, research-informed conversation offers clear, concrete guidance for educators at all levels who want to align their teaching with how learning works. This episode is also available in video at www.youtube.com/@chalktalk-stokke SHORT COURSE  La Trobe Short Course:  Evidence-informed Mathematics Teaching – An Introduction https://shortcourses.latrobe.edu.au/evidence-informed-mathematics-teaching PRINCIPLES OF INSTRUCTION RESOURCE Principles of Instruction: Research-based Strategies That All Teachers Should Know by Barak Rosenshine: https://www.aft.org/sites/default/files/Rosenshine.pdf TOM SHERRINGTON WEBSITE https://teacherhead.com/ TIMESTAMPS [00:00:22] Introduction and listing the 10 principles [00:04:19] Who was Barak Rosenshine? [00:04:45] From 17 evidence-based instructional procedures to 10 principles [00:08:18] What research backs Rosenshine’s principles? [00:14:54] UK teachers’ familiarity with Rosehnshine’s principles [00:14:08] Pace of adopting Rosenshine’s principles in other countries [00:18:07] The more practice the better: Rosenshine’s on practice [00:23:06] What does aiming for an 80% success rate mean? [00:27:09] Importance of checking for understanding [00:28:39] Checking for understanding and good questioning [00:32:55] Understanding the forms of guided practice [00:34:33] Teaching between desks [00:38:54] Principle 1 & 10 – The reviewing stages [00:43:51] When to review before teaching your lesson [00:45:11] Presenting new materials and small practice steps   [00:49:47] Principle 4 – Providing models [00:51:34] Principle 8 – Provide scaffolds for difficult tasks [00:54:59] Do these principles apply to any subject? [00:57:40] Can we get 80% success in classrooms with a wide range of learning levels? RELEVANT PREVIOUS EPISODES  The power of explicit instruction with Anita Archer https://www.podbean.com/ew/pb-93dcw-19a3530 Educational leadership:  Improving math and literacy with Scott Hill https://www.podbean.com/ew/pb-vpzf8-16d0c17 Reclaiming leaning time to boost literacy and numeracy with Ross Fox https://www.podbean.com/ew/pb-bpy4n-188c9c5 Exploring evidence for equitable education with Nidhi Sacheva and Jim Hewitt https://www.podbean.com/ew/pb-fjdnt-1685615 Evidence-based teaching strategies with Paul Kirschner https://www.podbean.com/ew/pb-zgw6i-13b33df EPISODE TRANSCRIPT https://www.annastokke.com/transcripts/ep-64-transcript     MUSIC Intro & Outro: Funk Jazz Big Band -  ColorFilmMusic Website: www.annastokke.com FB: Chalk & Talk IG: @chalkandtalkpodcast Tiktok: @chalkandtalkpodcast X: @rastokke LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c Bluesky: @rastokke.bsky.social

In this episode, Anna is joined by Craig Barton, former secondary maths teacher, host of the Mr. Barton Maths Podcast, author of How I Wish I’d Taught Maths, and a new Tips for Teachers book series. Craig reflects on how his teaching evolved after engaging deeply with learning science and educational research. Together, they explore what effective explicit instruction looks like in math from atomisation and worked examples to checking for understanding, purposeful practice, and problem solving across the I do, we do, you do phases. This practical, research-informed episode is essential for educators looking to improve math outcomes by aligning instruction with how learning works. This episode is also available in video at www.youtube.com/@chalktalk-stokke SHORT COURSE  La Trobe Short Course:  Evidence-informed Mathematics Teaching – An Introduction https://shortcourses.latrobe.edu.au/evidence-informed-mathematics-teaching CRAIG BARTON'S BOOKS & WEBSITE Order How I Wish I’d Taught Maths here: https://shorturl.at/rGTin Craig Barton’s Tips for Teachers books & websites: https://mrbartonmaths.com/ TIMESTAMPS [00:00:22] Introduction [00:05:09] What changed Craig’s mind about how to teach math [00:09:07] When struggle isn’t productive [00:12:29] Essential components of a well-structured, explicit instruction lesson [00:14:54] An introduction to atomisation [00:16:16] Purposeful practice [00:21:08] More on atomisation [00:23:58] Examples of atomisation [00:27:03] Summary of atomisation [00:27:49] How to deal with wide skill ranges in the math classroom [00:31:36] Engelman & Carnine’s Theory of Instruction [00:32:30] Tips for the ‘I do’ stage [00:38:24] Importance of checking for listening [00:44:17] Tips for the ‘We do’ stage [00:45:51]  A ‘we do’ fraction example [00:49:23] Atomisation helps with struggle [00:52:24] Tips for the ‘You do’ stage [00:54:13] How to use purposeful practice [00:55:24] How to set students up to solve non-routine problems [01:03:56] How to effectively teach problem solving [01:09:05] The importance of structure [01:09:53] Can explicit instruction in math be interactive? [01:12:01] Where to find Craig [01:13:08] Final thoughts RELEVANT PREVIOUS EPISODES  Cognitive load theory with Greg Ashman https://www.podbean.com/ew/pb-thbad-13cea56 Raising student achievement with Dylan Wiliam https://www.podbean.com/ew/pb-kduiw-15bba36 Project Follow Through:  Direct Instruction’s overlooked success with Marcy Stein https://www.podbean.com/ew/pb-a9fqx-17a2ffb Using the Instructional Hierarchy to teach math with Brendan Lee https://www.podbean.com/ew/pb-3zux7-193d0fc EPISODE TRANSCRIPT https://www.annastokke.com/transcripts/ep-63-transcript MUSIC Intro & Outro: Funk Jazz Big Band -  ColorFilmMusic Website: www.annastokke.com FB: Chalk & Talk IG: @chalkandtalkpodcast Tiktok: @chalkandtalkpodcast X: @rastokke LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c Bluesky: @rastokke.bsky.social

In this episode, Anna is joined by Dr. Jared Cooney Horvath, a cognitive neuroscientist, educator, and bestselling author of The Digital Delusion. They examine what decades of research and international data reveal about classroom technology, screens, multitasking, attention, and memory, and why more technology often leads to less learning. Jared explains how offloading knowledge to devices can undermine higher-order thinking, why human teachers’ expertise, and practice, remain central to learning, and when technology may help or hinder students. The conversation also tackles how schools and families can navigate an increasingly tech-saturated education system. This is a thoughtful, evidence-informed episode for educators, parents, and anyone questioning whether digital tools in the classroom are helping students learn or holding them back. This episode is also available in video at www.youtube.com/@chalktalk-stokke Order The Digital Delusion here: https://www.lmeglobal.net/digital-delusion TIMESTAMPS [00:00:22] Introduction [00:04:50] Cognitive decline among Gen Z [00:09:14] The decline international test scores and the correlation with technology [00:11:28] Screen usage in schools [00:13:03] Relationship between EdTech and countries that invest less in it [00:16:16] Effect size in education in the context of EdTech [00:20:49] What forms of EdTech work? [00:25:17] When EdTech is a better than nothing [00:32:57] Practise and producers are essential to learning [00:33:30] What is creativity? [00:34:20] Why offloading learning to technology harms creativity [00:38:50] AI: The Tool Nobody Asked For [00:44:17] Difference between K-12 and university students using EdTech [00:47:14]   EdTech creates multi-tasking [00:54:27] Advice: Responding to “digital devices are ubiquitous” [00:55:50] Advice: Responding to “these students learn differently” [01:00:32] General advice for parents and school leaders [01:03:46] Laptops vs iPads vs notetaking by hand [01:06:48] Being a Luddite in the 21st century   RELEVANT PREVIOUS EPISODES  Educational leadership:  Improving math and literacy with Scott Hill https://www.podbean.com/ew/pb-vpzf8-16d0c17 Mindsets and educational misconceptions with Carl Hendrick https://www.podbean.com/ew/pb-78zv9-15493b1 Applying cognitive science to education with Daniel Willingham https://www.podbean.com/ew/pb-szugf-149dff1 The tweet that roared with Tom Bennett https://www.podbean.com/ew/pb-bpgqn-14326ef EPISODE TRANSCRIPT https://www.annastokke.com/transcripts/ep-62-transcript  MUSIC Intro & Outro: Funk Jazz Big Band -  ColorFilmMusic Website: www.annastokke.com FB: Chalk & Talk IG: @chalkandtalkpodcast Tiktok: @chalkandtalkpodcast X: @rastokke LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c Bluesky: @rastokke.bsky.social

In this episode, Anna is joined by two familiar guests, mathematician and founder of JUMP Math, Dr. John Mighton, and learning expert and bestselling author Dr. Barbara Oakley. They discuss their new Coursera course, Making Math Click: Understanding Math Without Fear, what learning science reveals about how students learn math, and why practice and worked examples play such a critical role in building math confidence. They discuss schemas, give some cautionary advice about using manipulatives and concrete-pictorial-abstract approaches, and explain why moving quickly from concrete to abstract matters. They describe what’s at stake when math education fails, what’s lost when students don’t develop foundational skills, and what it will take to help more learners succeed in math. This is a practical, engaging, and insightful episode for teachers, parents, university students, and anyone who has ever felt they weren’t a math person. This episode is also available in video at www.youtube.com/@chalktalk-stokke Making Math Click: Understand Math Without Fear: Free course with certificate: https://www.coursera.org/learn/math-click?action=showPartnerSupportedAccess TIMESTAMPS [00:00:22] Introduction [00:05:40] How Barbara’s background shaped her approach to math [00:07:00] John’s experience with math from a young age [00:09:21] John and Barbara’s Coursera course [00:11:07] Who is their course for? [00:15:45] Is the course beneficial for teachers? [00:21:54] What math and Sylvia Plath’s writing have in common [00:23:51] Building schemas in math [00:26:46] Getting good at math leads to liking math [00:31:08] Kaminsky’s research on manipulatives vs. abstract representations [00:33:39] Fading from concrete to abstract [00:40:30] Barbara’s article in the Seattle Times [00:42:30] Real world consequences of innumeracy [00:49:13] Learning math takes practice and patience [00:51:38] Societal loss from kids not learning math [00:57:13] Failed constructivist approaches [01:00:50] Barbara’s and John’s recommendations for system improvements [01:05:42] Final thoughts RELEVANT PREVIOUS EPISODES  How to excel in math and other tough subject with Barabara Oakley https://chalkandtalkpodcast.podbean.com/e/ep-7-best-ways-to-learn-math-with-barbara-oakley/ Math and the Myth of Ability with John Mighton https://chalkandtalkpodcast.podbean.com/e/ep-1-math-and-the-myth-of-ability-with-john-mighton/ Balanced literacy didn’t work–will balanced math? with Ben Solomon https://www.podbean.com/ew/pb-usvqw-1962107 Math fact crisis: strategies for improving numeracy with Brian Poncy https://www.podbean.com/ew/pb-u9y84-165d773 EPISODE RESOURCES https://www.annastokke.com/resources/ep-61-resources  EPISODE TRANSCRIPT https://www.annastokke.com/transcripts/ep-61-transcript MUSIC Intro & Outro: Funk Jazz Big Band -  ColorFilmMusic Website: www.annastokke.com FB: Chalk & Talk IG: @chalkandtalkpodcast Tiktok: @chalkandtalkpodcast X: @rastokke LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c Bluesky: @rastokke.bsky.social

In this episode, Anna talks with Dr. Jonas Linderoth, a professor of education at the University of Gothenburg, about how influential educational ideas have shaped the teaching profession and why evidence from cognitive science and educational psychology still faces resistance in teacher education. They discuss how education reforms of the 1990s affected teacher status and student outcomes, and Jonas’ reflections on his own role during that period. They also discuss why evidence-based pedagogy is so crucial and what it means when teachers encounter research-informed strategies and respond with a single word – “finally”.   They also explore Sweden’s recent proposal to embed cognitive science in teacher preparation, why it’s controversial, and how implementation is unfolding. This is an insightful episode for anyone interested in how research, policy, and classroom practice come together. This episode is also available in video at www.youtube.com/@chalktalk-stokke TIMESTAMPS [00:00:22] Introduction [00:04:50] The Swedish school reforms   [00:08:57] The prevalence of constructivist teaching [00:12:26] Realizing the evidence didn’t match the rhetoric [00:13:36] How Jonas’s call for reflection became the most read article in Sweden [00:17:13] Perceptions of the teaching profession in Sweden [00:20:01] A systematic approach to teaching art [00:22:40] PISA & TIMS scores in Sweden [00:24:34] Why education academics research the Science of Learning [00:26:35] The value of quantitative research [00:29:23] Sweden’s move to embed cognitive science in teacher preparation [00:32:37] Reaction to the government proposal to transform teacher preparation [00:34:34] How evidence-based practice caught the government’s attention [00:36:52] Jonas’s work with pre-service teachers [00:37:28] When teachers say “finally” about evidence-based techniques [00:42:37] Core content for preparing future teachers [00:44:41] Grass-roots science of learning movements [00:46:02] The future of education in Sweden [00:49:24] Final thoughts: Jonas’s advice for international audiences   RELEVANT PREVIOUS EPISODES  The power of explicit instruction with Anita Archer https://chalkandtalkpodcast.podbean.com/e/the-power-of-explicit-instruction-with-anita-archer-ep-57/ Maximizing learning through explicit instruction with Zach Groshell https://chalkandtalkpodcast.podbean.com/e/ep-10-maximizing-learning-through-explicit-instruction-with-zach-groshell/ Evidence-based teaching strategies with Paul Kirschner https://www.podbean.com/ew/pb-zgw6i-13b33df Cognitive Load Theory with Greg Ashman https://chalkandtalkpodcast.podbean.com/e/ep-4-cognitive-load-theory-with-greg-ashman/ EPISODE RESOURCES https://www.annastokke.com/resources/ep-60-resources EPISODE TRANSCRIPT https://www.annastokke.com/transcripts/ep-60-transcript MUSIC Intro & Outro: Funk Jazz Big Band -  ColorFilmMusic Website: www.annastokke.com FB: Chalk & Talk IG: @chalkandtalkpodcast Tiktok: @chalkandtalkpodcast X: @rastokke LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c Bluesky: @rastokke.bsky.social

In this episode, Anna talks with Dr. George Georgiou, an educational psychologist and professor in the Faculty of Education at the University of Alberta, whose work focuses on preventing and remediating reading difficulties. The episode explores recent Human Rights Commission investigations in Canadian provinces that examined why students haven’t been taught to read using effective, evidence-based, methods–what the inquiries uncovered, and how the situation deteriorated to this point.   They also discuss George’s research on reading difficulties and his eye-opening study that revealed the gaps in pre-service teachers’ knowledge of language and literacy. They talk about recent reforms in Alberta, including the rollout of universal literacy screening–what the results have shown so far, and how parents and schools are responding. This conversation really highlights what’s possible when research, policy, and practice come together.  As always, Anna advocates that math deserves the same attention as reading.  It’s a must-listen for educators and policymakers worldwide.  This episode is also available in video at www.youtube.com/@chalktalk-stokke Supporting the Right to Read in Manitoba (Manitoba Human Rights Commission, 2025) https://www.manitobahumanrights.ca/education/pdf/public-consultations/supportingrighttoread.pdf TIMESTAMPS [00:00:22] Introduction [00:01:09] Findings from the Manitoba Human Rights Commission [00:06:02] George Georgiou’s research background [00:08:02] The Right to Read Human Rights Reports in Canada [00:12:11] Thoughts on the Right to Read reports [00:16:26] Similarities with math [00:17:07] Good curriculum that focuses on foundational skills [00:19:31] The study: Pre-service Teachers' Knowledge of Language and Literacy Concepts [00:27:39] Results of the Human Rights Report in post-secondary education [00:29:46] Reaction to the study: Pre-service Teachers' Knowledge of Language and Literacy Concepts [00:30:39] The Alberta English Language Arts curriculum [00:32:56] Is the new curriculum working? [00:37:31] What is universal screening? [00:44:50] What are the free assessments? [00:48:46] Findings of the assessments [00:53:38] Communicating the results to parents [00:54:34] Criticism on the screening process and results [01:00:40] Reading intervention programs [01:05:33] Final Thoughts: The future of early screening and intervention in Canada [01:09:02] Final Thoughts: What role should universities play in preparing teachers? RELEVANT PREVIOUS EPISODES  How advocacy is changing reading instruction with Jamie Metsala https://chalkandtalkpodcast.podbean.com/e/how-advocacy-is-changing-reading-instruction-with-jamie-metsala/ Using evidence in education with Pamela Snow https://chalkandtalkpodcast.podbean.com/e/using-evidence-in-education-with-pamela-snow-ep-27/ Reading and math: parallels and pitfalls with Matthew Burns https://chalkandtalkpodcast.podbean.com/e/ep-20-reading-and-math-parallels-and-pitfalls-with-matthew-burns/ Universal screening in math with Amanda VanDerHeyden https://chalkandtalkpodcast.podbean.com/e/universal-screening-in-math-with-amanda-vanderheyden-ep-50/ EPISODE RESOURCES https://www.annastokke.com/resources/ep-59-resources EPISODE TRANSCRIPT https://www.annastokke.com/transcripts/ep-59-transcript MUSIC Intro & Outro: Funk Jazz Big Band -  ColorFilmMusic Website: www.annastokke.com X: @rastokke LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c Bluesky: @rastokke.bsky.social

In this episode, Anna Stokke welcomes Dr. Nuno Crato, research professor of mathematics and statistics at the University of Lisbon. He was Portugal’s former Minister of Education and led major education reforms from 2011 to 2015.  His education reforms contributed to Portugal’s strongest-ever results on international assessments like PISA and TIMSS. Nuno shares his belief that everything starts with the curriculum and stresses the importance of clear standards, accountability, and student support. He also explains how Portugal raised academic rigor while helping struggling learners. They also discuss what Nuno’s research on PISA and TIMSS reveal about the characteristics of effective education systems and the lessons policymakers can draw from Portugal’s success. This episode is a must-listen for educators, policymakers, and anyone with an interest in improving education. This episode is also available in video at www.youtube.com/@chalktalk-stokke Nuno Crato’s website: https://www.nunocrato.org   TIMESTAMPS [00:00:22] Introduction [00:05:12] Becoming Portugal’s Minister of Education [00:08:51] Adjusting to the position of Minister of Education [00:13:07] The landscape of the Portuguese Education System, early 2000s [00:19:08] The importance of a good curriculum [00:23:07] Using TIMSS data to structure a knowledge-based curriculum [00:26:22] Using testing to ensure curriculum goals are met [00:29:11] Concerns about project-based learning [00:34:18] Standard assessments and evaluations [00:39:31] Accountability markers and incentives for standard assessments [00:43:08] Addressing testing and accountability criticisms [00:44:59] Becoming informed about evidence-based pedagogy [00:48:23] What PISA data reveals about effective types of instruction [00:51:04] Does more money spent on education translate to better outcomes? [00:52:15] What changes are more likely to lead to better outcomes? [00:54:58] Results of PISA and TIMSS in 2015 Portugal [00:59:53] Pushback to education reforms and where it came from [01:04:54] Advice to policymakers RELEVANT PREVIOUS EPISODES  From decline to top rankings: How England transformed education with Nick Gibb https://www.podbean.com/ew/pb-zps9p-18c1e97 The importance of practice and the power of Math Corps with Alex Kontorovich https://www.podbean.com/ew/pb-d8bef-1916f6d EPISODE RESOURCES https://www.annastokke.com/resources/ep-58-resources   EPISODE TRANSCRIPT https://www.annastokke.com/transcripts/ep-58-transcript   MUSIC Intro and Outro: Coma Media – Catch it Website: www.annastokke.com X: @rastokke LinkedIn: www.linkedin.com/in/anna-stokke-3a1b4c Bluesky: @rastokke.bsky.social